Personal Class Deign Project Part II

Personal Class Deign Project Part II ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Personal Class Deign Project Part II Using the Personal Class Design Project – Part 1 assignment you began in NUR-647E, you will complete the course design to include learner objectives, outline, teaching strategies, and associated evaluation, and method. Personal Class Deign Project Part II Using Part I, write and revise the original learner objectives submitted. Use the A-B-C-D method of writing objectives. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Refer to “NUR-649E – Nursing Education Seminar II: A-B-C-D Approach to Objective Writing” and “NUR-649E – Nursing Education Seminar II: Learning Domains.” Map out a class time frame, outlining when to cover each of the content areas. Refer to “NUR-649E – Nursing Education Seminar II: Lesson Plan Template.” In addition to the content area, include the class time frame: Time frame for covering each topic area Teaching strategy for each objective How the learning will be evaluated Include rationale for each selected instruction and the evaluation method used. Support your rationale by citing at least three scholarly, peer-reviewed resources (less than 5 years old) in addition to the course materials. There is no predetermined length for this assignment. It is intended that each student will develop a class that can be utilized in the student’s selected area of education. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. attachment_1 attachment_2 attachment_3 A-B-C-D Approach to Objective Writing Writing objectives is much like writing outcomes in the nursing process. Objectives must be measurable, contain action verbs, be specific, include timelines, and indicate the degree to which you expect the leaner to achieve. A helpful formula to write objectives is the A-B-C-D approach: Audience: Who is the audience for the class? Is it a student nurse? A staff nurse? A participant in a class? Behavior: What do I want the audience to accomplish by the end of the class? An example of a behavior is being able to identify the signs and symptoms of infection. Condition: How will students demonstrate mastery and be assessed in their learning? An example could be that students will demonstrate their knowledge of a lab or clinical area by taking a written test. Degree: How well will students perform their new knowledge? Should students be able to identify all signs and symptoms of infection, or would it be satisfactory if they identified only two symptoms? A sample objective that illustrates these points is: “After reading this lecture (condition), the graduate student in the nurse educator track (audience) will be able to write an objective (behavior) using the A-B-C-D approach (degree).” The above objective dictates that the student will be able to write an objective, as opposed to discussing or identifying it. Since the objective says “write,” the student must write an objective to meet this objective. If the objective instead said: “List the components of a complete learner objective,” the appropriate evaluation would require that the student list the A-B-C-D; whereas the objective “describe the components” would have students describe the meaning of each A-B-C-D step. Well-written objectives will dictate the evaluation process. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10